Unit 1: Mythology

Introduction: This unit outline provides a frame for designing a unit with the ultimate purpose and goal in mind
first, as well as how to integrate performance tasks into a unit of instruction. Teachers may used this unit as it is
described below; OR use it as a model or checklist for a currently existing unit on a different topic.

Grade Level: 8th Suggested Unit Pacing (# of days): 30 days (6 weeks)

Conceptual During this unit students will…summarize, cite textual support, and analyze the development of
Overview theme/central idea. They will write using verbs in active and passive voice while avoiding inappropriate verb
(information for shifts to develop a well organized, descriptive narrative with proper techniques. They will learn the meaning of
parents) unknown words/domain specific vocabulary and participate, while responding to others, in discussion groups.
By the end of this unit students will be able to…
 Summarize
Essential  Analyze theme/central idea
Understandings  Cite text to support claims
(information for  Learn meanings of unknown words
students)  Develop a well organized, descriptive narrative
 Write in active and passive voice; avoid unnecessary verb shifts
 Prepare, participate, and respond to others in discussion groups
The purpose is to objectively summarize, to analyze the development of a theme, and to analyze how particular
Reading lines of dialogue or incidents contribute to the development of a text/theme. Students will cite textual evidence to
Literature support explicit as well as inferred meaning and determine the meaning of unknown words (figurative and
connotative meanings).
The purpose is to objectively summarize, to analyze the development of the central idea. Students will cite
Common Core

Reading
Informational textual evidence to support explicit as well as inferred meaning and determine the meaning of unknown words
(figurative, technical and connotative meanings).
The purpose is to use narrative techniques (dialogue, pacing, description and a fully developed plot) to develop a
Writing narrative with clear introduction and conclusion, to establish context, point of view, logical sequence, sensory
language, precise word choice, and descriptive detail.
The purpose is to use verbs in active and passive voice, identifying and avoiding inappropriate verb shift.
Language
Students will learn and use grade appropriate, domain-specific vocabulary as necessary.
Speaking & The purpose is to prepare for and participate in a variety of discussion groups. Students will present their points,
Listening respond to the points of others, and follow all discussion group rules.
Learning Targets These suggested learning targets were determined based on the intentions of the CCSS and/or NCES.
Teachers will need to add the criteria for success in order to create outcome-based targets.
 Understand ways to cite quotes from the text.
 Indentify proper textual evidence that best supports the text.
 Determine from the textual evidence statements that most strongly support inferences.
 Infer based on the data available from the text.
 Identify the theme of a text.
 Define and identify characters, setting and plot.
 Prioritize the most relevant portions of a text that will support a particular view.
 Analyze the development of a theme or central idea over the course of a text.
 Analyze how characters, setting and plot relate to the theme of a text.
 Cite evidence used to determine the central idea.
 Identify dialogue in a story.
 Understand cause and effect.
 Define and identify verbal irony.
 Analyze character development in a story or drama.
 Determine how the author uses characterization to shape dialogue.
 Determine a character’s motives when faced with a decision.
 Define and identify analogy and allusion.
 Recognize that words have a technical meaning and understand their purpose in a specific text.
 Analyze why authors choose words and phrases, including analogies and allusions, to set the tone to
create an overall meaning and mood for the reader.
 Analyze the impact of word choice on meaning and tone.
 Differentiate between valuable and unimportant passages in the text.
 Define inference and explain how a reader uses textual evidence to reach a logical conclusion.
  Read closely to find answers explicitly in text as well as answers that require an inference.
 Analyze an author’s words and determine the textual evidence that most strongly supports both explicit
and inferential questions.
 Identify different text structures used within an informational text (ex: chronological, cause and effect,
compare/contrast, problem/solution)
 Identify central idea
 Determine how an author’s use of details conveys two or more central ideas in a text.
 Summarize the text in an objective manner.
 Define and identify various forms of figurative language.
 Distinguish between literal language and figurative language.
 Recognize the difference between denotative and connotative meanings.
 Recognize that words have a technical meaning and understand their purpose in a specific text.
 Analyze why authors choose words and phrases, including analogies and allusions, to set the tone to
create an overall meaning and mood for the reader.
 Identify the characteristics of a narrative plot (exposition, rising action, climax, falling action and
resolution).
 Understand and be able to identify points of view.
 Determine an appropriate point of view for a narrative.
 Engage reader through introduction of narrator, setting, characters and plot introduction.
 Define and identify narrative techniques.
 Determine appropriate narrative techniques.
 Analyze narrative techniques.
 Write a narrative that uses dialogue, reflection and description to develop characters, experiences and
event.
 Recognize how writers use transition words and phrases.
 Determine appropriate placement for transitions within a narrative.
 Use transitions to demonstrate relationships between events, and experiences.
 Recognize how precise language is used to capture action and convey experiences and events.
 Determine appropriate language and details to convey experiences and events.
 Use precise language and appropriate description to capture action and convey experiences and events.
 Write a narrative that demonstrates precise, descriptive sensory language.
 Analyze effective conclusions.
 Determine an appropriate conclusion.
 Write a conclusion appropriate for the flow of a narrative.
 Identify key ideas from reading material or research.
 Analyze texts, issues, and others’ opinions.
 Engage in a variety of discussions by listening and sharing acquired and prior knowledge.
 Articulate personal ideas clearly.
 Demonstrate the components of a collegial discussion and planning.
 Track progress toward specific goals and deadlines, defining individual roles as needed.
 Recognize key ideas and new information during discussions.
 Evaluate new information, personal views and the views of others.
 Acknowledge new information posed and use evidence to justify personal viewpoints.
 Explain the difference between active and passive verbs
 Create sentences using the appropriate verbs in active or passive voice
 Identify and correct inappropriate shifts in verb voice.
 Identify grade appropriate academic vocabulary and content specific words.
 Accurately use words important to the comprehension of grade appropriate academic vocabulary and
content specific words.
 Apply vocabulary knowledge important to comprehension or expression.
 Select appropriate resources to assist in obtaining vocabulary knowledge.
Essential
High Utility (Tier II) Domain Specific (Tier III)
Terminology
 myth  Inference
 hero  conflict
 origin  theme
 creation  figurative language
 phenomenon  point of view

 deity
 gods/goddesses
Pull from texts that you choose
Literature
Prentice Hall, Page 950 “Chicoria”
Prentice Hall, Page 629-631 Three
nature poems –mood/setting
Prentice Hall, Page 7 “The Baker
Heater League” (Legend of John
Henry)
Prentice Hall, Page 932 “Why the
Waves have Whitecaps”
Prentice Hall, Page 665 The New
Colossus (poetry, allusions)
Prentice Hall, Page NC 45 “EOG
Test Practice” Why there are
Mosquitoes (possible pre
assessment)
Resources
- Use appropriate technology tools and other resources to access information
Technology - Use appropriate technology tools and other resources to organize information
Technology Standards - Use appropriate technology tools and other resources to design products to share information
Integration
with others
Resources Powerpoint, prezi, smartnotebook presentations, xtranormal, wordle, googledrive, digital
 transition
 gerund
 participle
 infinitive
 affixes
 irony
 pun
 central idea
 characterization
 suspense
 tension
 tone
 mood
 narrative techniques
 narrative
 plot
Informational Text Multimedia
“Aboriginal People” by Colette http://www.eastoftheweb.com/
Weil Parrinello in Faces short-stories/indexframe.html
(NCWISEOWL) (compilation of short stories and
“A Riddle Across the Sea” by poetry)
Angela Murock in dig
(NCWISEOWL) http://www.wingedsandals.com/
“Poison Arrows” by Adrienne (Greek Myths)
Mayor in dig (NCWISEOWL) http://www.izzit.org/ (free
“Santa has a dark side--as kids well educational DVDs)
know” by Emma Teitel in http://www.bigmyth.com/ (creation
Maclean’s (NCWISEOWL) myths from around the world)
“Making Up Monstrous Myths” by http://teacher.scholastic.com/
Padma T. Venkatraman in Calliope writewit/mff/myths.htm (myths
(NCWISEOWL) from around the world)
“Tall Tales from the Table” by Bill http://mentalfloss.com/big-
Gottlieb in Health (NCWISEOWL) questions (activity - create a myth
“Mythical Creatures Revealed” by to explain a scientific event ex: why
Laurel Kendall and Jeanna can you hear the ocean when you
Bryner in Science World put a shell to your ear. Or a
(NCWISEOWL) brochure which investigates the
scientific explanation on one side
and creation myth to explain it on
the other side)
http://folkmusic.about.com/od/
folksongs/qt/John-Henry-Song.htm
(Students will read, evaluate and
discuss the lyrics from this folktale
song- Activity found here)
http://www.squidoo.com/
john-henry-legend
http://americanfolklore.net/
folklore/2010/07/
john_henry.html
 lockers, digital dropbox, glogster
Social Studies – Native American mythology (comparing and contrasting), theology versus mythology depends
on perspective
Cross Curricular Science – Creation of myth as explanation of unknown scientific phenomenon
Integration Physical Education – Ancient Olympic Games
Art and musical appreciation – students create their own symbol that displays their character traits and “fatal”
flaws; create visual story boards
 Cite evidence
 Theme and Central Idea
 Determine meaning of unknown words
Pre-/Post-
assessment  Connotation/Denotation
 Objective summarizing
 Identify difference between active and passive voice
 Write using narrative techniques
Exit Slips, Pass The Plate Summary, Magnet Summaries, Fist to Five, Quiz, I Have-Who Has, 3-
2-1 Summary, Concept Map, Problem/Solution, Brain Dump, Journal Entry, Clock Buddies,
Numbered Heads Together, Questioning, KWHL+, Back to Back Yes, Observation,
On-going/
Concept/Definition Map, White Boards, Debates,  Double Entry Notes, ABC Summary,
Formative
Assessment Presentations, RAFT, 1 Sentence Summary, Conferences,  Inquiry Charts, Inside Outside Circle,
Walk About Survey & Summary, Narrative writing (including drafts, revisions, etc.), Narrative
Journal, Reading/Reflection Journals or Logs, Quizzes, Grammar Activities, Pyramid Summary,
Assessment 20 Word Gist, discussion notes, reading guides, etc…
Performance Task: How does a shift in point of view affect the theme, language, and dialogue of
a narrative? After reading a self selected myth students will rewrite a portion of the story from a
different character's point of view. After writing the narrative students will reflect on the ways in
which the story was affected by the shift in point of view.

Performance Task: From a teacher selected myth, students will identify the theme. Then,
students will create a response (short essay, PowerPoint presentation, poster, etc) that not only
Summative identifies the theme, but also includes at least three pieces of evidence to support the claim (can
include lines of text, actions, word choices, and pieces of dialogue).

Performance Task: In small groups, students will identify the theme of a myth, then work
independently to organize and write their own modernized myth, complete with traditional
aspects of mythology that has the same theme as the original myth as read by the group.
Students will focus on using narrative techniques, sensory language, and precise word choice to
develop the myth.
Teachers determine the learning plan while reflecting on the range of abilities, styles, interests and needs of
students. How will the work be personalized and differentiated in order to achieve the desired learning
targets?
Considerations Consider student selected vs teacher selected texts and vocabulary, grouping sizes, text levels, building
for the Learning background knowledge where necessary.
Plan Re-teaching
Tips for differentiating standards
Enrichment  Consider asking kids to analyze specific word choice, including analogies and allusions
and the impact of it on the text.